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Lisa Temsey

Trends and Patterns in Distance Education Research: A Content Analysis of 2010 Dissertations in P-16 Distance Education. Lisa Temsey. Introduction. Distance education continues to grow and change.

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Lisa Temsey

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  1. Trends and Patterns in Distance Education Research: A Content Analysis of 2010 Dissertations in P-16 Distance Education Lisa Temsey

  2. Introduction • Distance education continues to grow and change. • Understanding the trends and patterns in topics of research is pivotal in the advancement of research in online education. • Research in distance education becomes outdated almost overnight.

  3. Research Questions • Based on Lee, Driscoll, and Nelson’s framework, what topics define contemporary doctoral dissertation research? • What epistemologies are used in contemporary dissertation research (quantitative, qualitative, or mixed-methods)? • What grade level is the focus of contemporary dissertation research (P-3; 4-6; middle level, secondary level; post-secondary)? • Who are the participants (students, instructors, administrators, etc.)? • How was data collected? (surveys, tests, scales, interviews, observations, etc.)?

  4. Methods • Content Analysis • ProQuest database using search terms: online learning, online education, distance education, distance learning, instructional design, virtual learning, virtual school and web-based learning. • Search terms resulted in 137 dissertation abstracts • Narrowed to 115 that dealt with academia

  5. Results Grade levels • 94 (72.31%) postsecondary, • 15 (11.54%) as high school, • 9 (6.92%) as middle level, • 5 (3.85%) as upper elementary, • 5 (3.85%) as lower elementary and • 2 (1.54%) did not give any indication of the grade level being studied.

  6. Results Type of participant • Nearly two-thirds (75, 65.22%) of the studies had students as participants, • 36 (31.30%)faculty or instructors, • 18 (15.65%) administrators, • 6 (5.22%) instructional support technologists, • 6 (5.22%) other category

  7. Results Data collection methods • Surveys and scales 57(38.51%). • Interviews, 27 (18.24%) • Document analysis, 25 (16.89%) • Undecided 23 (15.54%) • Observations 9 (5.92%) • Achievement tests 7 (4.73%).

  8. Results Epistemology • Primarily qualitative research 46 (40%) • Primarily quantitative research 41(35.65 • Primarily mixed methods 14 (12.17%). • Undecided (Delphi Studies) 14 (12.17%)

  9. Results Topic • Theory and research, 30 (26.09%). • Other (satisfaction/perceptions) 23 (20.00%). • Management 20 (17.39%) • Design, 15 (10.00%), • Institutional and operational, 13 (11.30%), • Evaluation, 8 (6.96%) • Development, 6 (5.22%).

  10. Conclusions • Theories and research- most attempted to explain learning styles or develop a new theory in distance education. • Student satisfaction and perception are other topics of great interest to researchers. • More research needs to be done in K-12 distance education.

  11. Limitations • Only 2010 Dissertation abstracts used. • Other research not included • 1 person coding-no coding checks.

  12. Importance • Doctoral Students • Novice Researchers

  13. Coding Forms

  14. Table 1

  15. Table 2

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